Galaxy: International Multidisciplinary Research Journal

ISSN: 2278-9529  |  www.galaxyimrj.com

Abstract

Climate change is consistently shaping and transforming relationship between human population, habitation, livelihood, and education. It challenges the popular notion that sustainable livelihood means enabling communities to remain in their aboriginal spaces. The current work advocates the need for a transitional shift in environmental education in India from being centered on developing mere awareness based on theoretical learning to developing pedagogical frameworks concerning practical approaches, problem-solving skills, and positive attitudes necessary for climate adaptability and just future. Such a pedagogical framework should equip learners with indigenous ecological knowledge, anticipatory thinking, and the ability to make decisions regarding climate adaptation and mobility during calamities. Drawing attention to forced mobility and unequal provincial politics of climate-driven displacement, the study also examines the current status and challenges of environmental education in India regarding policy planning, implementation of suggestive measures, and community participation.

Keywords

Environmental Education Climate Adaptation Climate-Induced Displacement NEP 2020 Climate Resilience Environmentally Vulnerable Communities

Article History

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How to Cite

Singh, Chandan, et al. “Learning to Stay, Learning to Leave: Reimagining Environmental Education through Climate Adaptation and Displacement in India.” Galaxy: International Multidisciplinary Research Journal, vol. 15, no. 5, Sept. 2026, pp. 229–242. https://doi.org/10.66376/galaxy.v15.n5.13

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